Abstract
This paper reports on a small-scale intervention that explored perseverance in mathematical reasoning in children aged 10–11 in an English primary school. The
intervention facilitated children’s provisional use of representations during mathematical reasoning activities. The findings suggest improved perseverance
because of the effect the intervention seemed to have on the bidirectional interplay between affect and cognition. This initially created affectively enabling conditions
that impacted on cognition and then created cognitively enabling conditions that impacted on affect. A tentative framework describing this interaction is proposed.
intervention facilitated children’s provisional use of representations during mathematical reasoning activities. The findings suggest improved perseverance
because of the effect the intervention seemed to have on the bidirectional interplay between affect and cognition. This initially created affectively enabling conditions
that impacted on cognition and then created cognitively enabling conditions that impacted on affect. A tentative framework describing this interaction is proposed.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education |
| Editors | Konrad Krainer, Naďa Vondrová |
| Place of Publication | Prague, Czech Republic |
| Publisher | Charles University in Prague, Faculty of Education and ERME |
| Pages | 1131-1138 |
| ISBN (Print) | 9788072908448 |
| Publication status | Published - 2015 |
Keywords
- Perseverance
- mathematical reasoning
- affect
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Alison Barnes
- School of Education - Principal Lecturer
- Teaching, Learning and Professional Lives Research and Enterprise Group
Person: Academic